Prepares students for the challenging thinking, reading, and writing required in academic discourse. Uses writing as a means for discovery and reflection as well as reading as a source for ideas, discussion, and writing. Concentrates on developing expository essays that communicate clearly, provide adequate levels of detail, maintain overall coherence and focus, and demonstrate awareness of audience and purpose.

Note: May be taken for workload credit toward establishing full-time enrollment status, but is not applicable to the baccalaureate degree.

Prerequisite: Score of 142-145 on English Placement Test or credit in ENGL 15.

Intensive writing that provides students with practice in the kinds of challenging thinking, reading, and writing required in academic discourse. Concentrates on prewriting, drafting, and rewriting processes that address a variety of rhetorical and academic tasks. Special attention given to effective development and support of ideas. Writing requirement: a minimum of 5,000 words.

Prerequisite: EPT score of 148+ or above, or completion of ENGL 1.

Offers supplemental instruction in elements of composition and assists students in mastering the writing process with special emphasis on planning and revising essays. Instruction takes place both in traditional classroom setting and in small group and individual tutorials. Students enrolled in this tutorial must also be coenrolled in a first-year composition course as the focus will be drafting and revising the work done in the primary writing course.

Note: May be taken for workload credit toward establishing full-time enrollment status, but is not applicable to the baccalaureate degree.

Corequisite: ENGL 1A or ENGL 2 or ENGL10 or ENGL 10M or ENGL 11 or ENGL 11M

Intensive writing for multilingual students that provides practice in the kinds of challenging thinking, reading, and writing required in academic discourse. Concentrates on prewriting, drafting, and rewriting processes that address a variety of rhetorical and academic tasks. Special attention given to effective development and support of ideas. Writing requirement: a minimum of 5,000 words.

Prerequisite: EPT score of 147+ or above, or credit in ENGL 87; EDT score of 2-3.

Continued study (following ENGL 10) to help students use reading, writing, discussion, and research for discovery, intellectual curiosity, and personal academic growth - students will work in collaborative groups to share, critique, and revise their reading and writing. Students will engage in reading and writing as communal and diverse processes: read and write effectively in and beyond the university; develop a metacognitive understanding of their reading, writing, and thinking processes; and understand that everyone develops and uses multiple discourses.

Note: Writing requirement: a minimum of 5,000 words to be completed in ENGL 10 and ENGL 11; successful completion on ENGL 11 satisfies GE Area A2.

Prerequisite: ENGL 10.

Continued study (following ENGL 10M) to help multilingual students use reading, writing discussion, and research for discovery, intellectual curiosity, and personal academic growth - students will work in collaborative groups to share, critique, and revise their reading and writing. Students will engage in reading and writing as communal and diverse processes; read and write effectively in and beyond the university; develop a metacognitive understanding of their reading, writing, and thinking processes; and understand that everyone develops and uses multiple discourses.

Note: Writing requirement: a minimum of 5,000 words to be completed in ENGL 10 and ENGL 11. Successful completion of ENGL 11M satisfies GE Area 2.

Prerequisite: ENGL 10M.

Introduction to the terminology and structure of traditional grammar; analysis of the standard rules for agreement, punctuation, pronoun reference, etc.; introduction to social variance with respect to usage-standard vs. non-standard; and a description of the English sound system (vowels and consonants) and its relationship to standard orthography (sound/letter correspondences) spelling rules.

Prerequisite: ENGL 1A or equivalent.

Advanced writing that builds upon the critical thinking, reading, and writing processes introduced in ENGL 1A and ENGL 2. Emphasizes rhetorical awareness by exploring reading and writing within diverse academic contexts with a focus on the situational nature of the standards, values, habits, conventions, and products of composition. Students will research and analyze different disciplinary genres, purposes, and audiences with the goals of understanding how to appropriately shape their writing for different readers and demonstrating this understanding through various written products.

Note: Writing requirement: a minimum of 5,000 words.

Prerequisite: Completion of ENGL 1A or ENGL 2 or equivalent with a C- or better; sophomore standing (must have completed 30 units prior to registration).

Advanced writing for multilingual that builds upon the critical thinking, reading, and writing processes introduced in English 1A/2. Emphasizes rhetorical awareness by exploring reading and writing within diverse academic contexts focusing on the situational nature of the standards, values, habits, conventions, and products of composition. Students will research and analyze different disciplinary genres, purposes, and audiences with the goals of understanding how to appropriately shape their writing for different readers and demonstrating this understanding through various written products.

Note: Writing requirement: a minimum of 5,000 words.

Prerequisite: ENGL 1A or ENGL 2 or equivalent; sophomore standing; EDT score of 2-5.

Workshop for students who have had little or no experience writing fiction or poetry and who are trying to decide if they are interested in becoming writers. Over the course of the semester, students write and polish several poems and short stories which they present for critique and commentary. In addition, they study the basic elements of fiction and poetry and learn how to use these effectively in their own work.

Major developments in the literature of England from the Pre-Romantics and Romantics through the 20th century.

Major developments in American Literature from the end of the Civil War to the present.

Strategies and techniques to promote greater reading efficiency and flexibility and increase reading speed. Drills to develop rate and comprehension as well as supplementary practice in the LSC reading lab.

Note: Utilizes computers; may be repeated for credit.

Strategies and techniques to promote greater reading efficiency and flexibility as well as to increase reading speed for college-level multilingual readers. Classroom instruction includes drills to develop rate and comprehension as well as supplementary practice in the LSC reading lab.

Note: Utilizes computers; May be repeated for credit.

An introduction to world literature written in English that places writers and their works within colonial, post-colonial, and literary contexts. Texts may come from Africa, India, Southeast Asia, the Middle East, the Caribbean, Canada, and non-English Britain.

Covers the major systems of English grammar in the context of reading passages and the students' own writing. Practice in editing authentic writing.

Note: May be repeated for credit.

Prerequisite: Placement of ENGL 86 or ENGL 87 on the English Diagnostic Test.

Corequisite: ENGL 86, ENGL 87, or a course that requires considerable writing.

Emphasizes writing and language development. Instruction in reading and essay writing, from idea generation to revision and editing.

Prerequisite: Score of 142-145 on English Placement Test or score of 4 on English Diagnostic Test, or credit in ENGL 86.

Survey of film theory focusing on Auteurism, Class, Expressionism, Formalism, Genre, Gender, Narratology, Neorealism, Phenomenology, Post Structuralism, Psychoanalysis, Realism, Semiology, Structuralism and Third Cinema.

Cross listed: FILM 105/THEA 105.

Provides intensive practice in prewriting, drafting, revising, and editing academic writing for multilingual writers. Students research, analyse, reflect on, and write about the kinds of writing produced in academic disciplines. Students produce a considerable amount of writing such as informal reading responses, rhetorical analyses, and an extended academic research project: students will submit their writing late in the semester in a GWAR Portfolio, from which they will receive a GWAR Placement.

Prerequisite: ENGL 20 with at least a C- grade or better and have completed at least 60 semester units.

Provides intensive practice in prewriting, drafting, revising, and editing academic writing. Students research, analyse, reflect on, and write about the kinds of writing produced in academic disciplines. Students produce a considerable amount of writing such as informal reading responses, rhetorical analyses, and an extended academic research project: students will submit their writing late in the semester in a GWAR Portfolio, from which they will receive a GWAR Placement.

Prerequisite: English 20 with a C- grade or better and have completed at least 60 semester units.

Student-centered group tutorial which will offer supplemental instruction in elements of academic writing taught in writing-intensive upper-division courses; it will provide support to students concurrently enrolled in writing-intensive upper-division courses throughout the writing process, including drafting, revising, and editing, for a variety of papers.

Prerequisite: Writing Placement for Juniors: student who receive a 4-unit placement on the WPJ.

Corequisite: Writing-Intensive upper-division course.

Survey of modern English and the basic concepts of modern linguistics. Students will learn how linguists view regularity in language, as exemplified by data from English. Students will also learn how English spelling is an imperfect representation of sounds, how the sound system of English operates, how words and sentences are formed and may be analyzed, how the language changes over time, space, and social setting, and how the language is learned by children and adults.

Develops a thorough understanding of basic issues in traditional English grammar and usage. It emphasizes knowledge of traditional grammar needed by single-subject credential students expecting to teach high school English. Topics include parts of speech, functions of words in sentences, phrases and clauses, and punctuation. Students will learn to apply their knowledge of grammar in composition instruction and marking essays. Students will also study use of specific grammatical features in developing rhetorical styles.

Surveys the major issues involved in the acquisition of second languages and in teaching second language (L2) students. Topics covered include differences between first and second language acquisition, including age, biology, cognitive styles, personality, sociocultural factors, and linguistic variables; in addition, various models, techniques and approaches to L2 teaching are covered. Special attention is given to the unique demographics and characteristics of language minority students in California's public schools.

A survey of those aspects of English grammar that are relevant to teaching second language learners of English. The emphasis is on elements of simple and complex sentences, particularly the structure of noun phrases, the meanings of verb forms, and the expression of adverbial meanings.

Students learn the basics of the English system of phonology and morphology. Takes an integrated approach synthesizing the issues of phonics, schemata-building, and whole language strategies in teaching reading and writing to young learners. Students will also learn the importance of first and second language acquisition for elementary school students.Evaluation will include classroom examinations, and students will also undertake a detailed case study of one child learning to read and write.

Prerequisite: GWAR Certification before Fall 09, or WPJ score of 70+, or at least a C- in ENGL 109M/W.

Introduction to the rich profusion of children's literature from a variety of cultures and countries and provides the opportunity to respond to this literature creatively and personally. Students will become familiar with the basic terminology of literary analysis -- themes, irony, point-of-view, etc.-- in order to deepen and enrich their experiences with the fiction, drama, and poetry available to young people. The readings are balanced for gender, culture, and ethnic concerns.

Prerequisite: GWAR Certification before Fall 09, or WPJ score of 70+, or at least a C- in ENGL 109M/W.

An intensive writing workshop in which student writing is the focus. Students will engage in a writing process that will include feedback from peers and the instructor throughout the process. This writing process may occur in a variety of rhetorical situations and genres. Through reflection on their writing products and processes, students will gain an awareness of themselves as writers. By the end of the course students will complete an extensive research project focused on academic inquiry.

Note: ENGL 120A is a requirement for English majors.

Prerequisite: GWAR Certification before Fall 09, or WPJ score of 70+, or at least a C- in ENGL 109M/W.

Provides prospective secondary school English teachers with an opportunity to think through important issues related to the planning and implementation of literature programs for adolescents. Equal emphasis will be given to the study of poetry, fiction, non-fiction, drama, and film. The focus will embrace literature from a variety of cultures and periods.

Prerequisite: ENGL 20 or 120A; GWAR Certification before Fall 09, or WPJ score of 80+; or 3-unit placement in ENGL 109M/W; or 4-unit placement in ENGL 109M/W and co-enrollment in ENGL 109X; or WPJ score 70/71 and co-enrollment in ENGL 109X

Provides an introduction to teaching writing in high school and operates on the assumption that the need for and impact of writing competence for students is interdisciplinary and pervasive. The class has a workshop format, and students will practice many of the strategies studied. The texts will cover theoretical issues in teaching composition and practical methods of implementing theory in public school classrooms.

Prerequisite: ENGL 20 or ENGL 120A and ENGL 110J or equivalent; GWAR Certification before Fall 09, or WPJ score of 70+, or at least a C- in ENGL 109M/W.

Provide students with both the necessary background knowledge as well as the specific pedagogical tools for promoting proficiency in spoken interaction, listening skills, and pronunciation in second language/foreign language contexts, specifically, English as a Second Language (ESL) and English as a Foreign Language (EFL).

Workshop for students who already have some experience writing short stories. Students write and polish several stories which they present for critique and commentary. They also take an in-depth look at the theory and craft of fiction-writing, analyze the stories of contemporary writers from diverse ethnic and cultural backgrounds, and learn how to apply what they have learned to their own writing.

Prerequisite: ENGL 30A or ENGL 30B.

Designed for students interested in developing their poetic expression beyond the basics covered in ENGL 30A and ENGL 30C. Emphasizes practice and experimentation with meters, verse forms, and figures of speech. Focal points for analysis and discussion will be poems and essays by contemporary poets of various aesthetic orientations, as well as work produced by members of the class.

Prerequisite: ENGL 30A or ENGL 30C.

In this creative writing course students will learn how to write children's literature in a wide array of genres, including picture book texts, early readers, poetry, and middle grade and young adult novels. The course will give an overview of these genres and through portfolio assignments allow students to sample different genres and gain expertise in one particular genre.

Prerequisite: ENGL 30A or ENGL 30C

The novel as we know it today was invented in the 18th century. Students study the origins of the novel and read several major works of 18th-century British fiction, such as Defoe's Moll Flanders, Richardson's Clarissa, Fielding's Tom Jones, Sterne's Tristram Shandy, and Austen's Pride and Prejudice. Students also study Samuel Johnson who, though not a novelist, was perhaps the greatest prose writer of the period.

In-depth examination of British drama from the arrival of Ibsen's The Doll House on the British stage (and Shaw's publication of his influential treatise The Quintessence of Ibsenism) both laying to rest for serious artists the moralistic, bourgeois theater of the late 19th century. Includes study of various dramatic movements in England --including realism, absurdism, kitchen-sink naturalism, surrealism, epic theater, expressionism.

Prerequisite:GWAR certification before Fall 09; or WPJ score of 80+; or 3-unit placement in ENGL 109M/W; or 4-unit placement in ENGL 109M/W and co-enrollment in ENGL 109X; or WPJ score 70/71 and co-enrollment in ENGL 109X.

Non-technical approach to Shakespeare's most representative dramatic works, designed for the non-major. Focuses upon Shakespeare's typical themes, conventions, and techniques, his development of character and situation, and his relationship to the culture and values of both his own and subsequent ages.

Prerequisite: GWAR certification before Fall 09; or WPJ score of 80+; or 3-unit placement in ENGL 109M/W; or 4-unit placement in ENGL 109M/W and co-enrollment in ENGL 109X; or WPJ score 70/71 and co-enrollment in ENGL 109X.

Exploration of representative plays from roughly the second half of Shakespeare's career as a dramatist, with emphasis on the major tragedies (Hamlet, Othello, King Lear, and Macbeth), but also including the middle comedies (e.g., Twelfth Night, Measure for Measure) and the later romances (e.g., The Winter's Tale, The Tempest), while situating the plays within their cultural and historic context.

Survey of the important historical movements and conflicts in American literature, including the development of Realism and Naturalism, the experimental Modernist movement of the twenties, the populist literature of the thirties and the development of psychological realism in the forties.

Many scholars argue that American literature's greatest achievement in the twentieth century literature is in the genre of poetry. Offers a survey of such movements as the "New Poetry," Modernism, Imagism, Primitivism, and Postmodernism. Major figures will include, but not be limited to, Robinson, Frost, Eliot, Pound, Millay, Cummings, Stevens, W.C. Williams, Jeffers, Moore, and Hughes.

Deals with the considerable body of Postcolonial literature written in English. Many of the writers come from countries of the former British Commonwealth, including Achebe, Desai, Emccheta, Naipaul, and Rushdie. It focuses on the literary, cultural and political environments in which the texts are situated and on their relationship to the wider tradition of literature in English.

Prerequisite: GWAR certification before Fall 09; or WPJ score of 80+; or 3-unit placement in ENGL 109M/W; or 4-unit placement in ENGL 109M/W and co-enrollment in ENGL 109X; or WPJ score 70/71 and co-enrollment in ENGL 109X.

Provides an introduction to the genre of narrative poetry, a historical survey of the vicissitudes of its reception from the nineteenth century to the present, and a close study of representative narrative poems by poets who have excelled in this mode.

Uses a team-teaching approach to sample a range of diverse American literatures. Texts are selected by the team to represent both mainstream and marginalized groups and to reflect the individual professors' interests and expertise. Examines the commonalities that cross ethnic, racial, class, and gender boundaries as well as the differences that enrich our cultural identity.

Comparative analysis of two or more ethnic literary and cultural productions with an emphasis on relationships among history, politics, and culture in American, British, or World literatures.

Note: May be repeated twice for credit as topics vary.

Approaches supernatural literature from the perspective that, regardless of how bizarre or fantastical a literary work may seem, it deserves serious scholarly study because it represents the realism of apparent human experiences and provides readers with access to the inner workings of the human mind. Readings include Ambrose Bierce, H.P. Lovecraft, Edgar Allan Poe, Lord Dunsany, Fitz-James O'Brien, and contemporary writers from around the world.

Note: May be repeated for 6 units of credit.

Major genres of the cinema conducted by lecture and discussion. Students see a selection of films from the major genres including (but not limited to) horror, science fiction, and comedy; learn about the history and development of each genre; and explore the commercial, aesthetic, social, and philosophical forces that have shaped the major film genres.

Students see a selection of films adapted from novels, short stories, or other literary works; read the original work from which the film was adapted; and explore the history, aesthetics, and craft of adapting fiction to film.

Features specialized topics taught by a variety of instructors depending upon the semester. Topics can include subject matter from literature, linguistics, English education, creative writing, composition/rhetoric, and film. Tend to the production of a significant research paper, a paper which will emphasize the student's ability to: Analyze and interpret multiple texts; Integrate primary and secondary sources; Construct a sustained, coherent, and rhetorically sophisticated piece of writing.

Prerequisite: ENGL 120A and a minimum of 90 units.

Individual projects or directed reading.

Note: Departmental petition required.

Required of all MA candidates in English under Plans A and C and Creative Writing Plan B, acquaints students with principal sources and techniques of literary research. It also introduces students to contemporary critical approaches to literature. Students should take this course as early as possible in their graduate careers, preferably in the first semester. Students prepare an annotated bibliography and a paper employing a particular critical approach to one of a selection of anchor texts.

Note: Graduate Writing Intensive (GWI) course.

Examines the factors affecting the acquisition of a second language, focusing on research in this area since 1970. Topics covered are: transfer and the role of the first language; developmental sequences; the role of input, interaction and output; cognitive and personality variables, including age; and the role of formal instruction and error correction.

Prerequisite: ENGL 200D.

Provides the groundwork to prepare teachers of English to speakers of other languages for composition instruction. An examination of the theoretical bases of language acquisition, composing process, and correction/revision strategies that will enable students to plan and demonstrate writing lessons to their peers. Consideration of traditional tests of writing, such as the TOEFL, the WPJ, and innovative forms of evaluation are integrated with syllabus design and text evaluation.

Examines the history and current status of research methods and methodologies in Composition Studies. It explores both producing and consuming research -- studying how and why research has been conducted and how it has been understood and put to practical use by readers of composition research.

Designed to help students learn about and apply rhetorical theory. Its goal is to introduce graduate students to the history and theory of rhetorical movements after--or outside of--the rhetorics of Western antiquity. Evaluation will be based on weekly journal responses to readings, a major paper on rhetorical theories, and a course portfolio.

Note: May be repeated if topic differs.

Seminar in the workshop format designed for experienced writers of fiction. It is designed to provide intensive instruction in the theory and craft of writing short stories, novels, and screenplays.

Note: Topic areas will vary by semester, and the course may be repeated.

Students will explore the poetry, prose, and drama produced in England during the 16th and 17th centuries. Contemporary criticism and theory will provide a context for reading these primary works.

Focus on literature dramatizing the roaring, irrepressible twenties, a decade of unprecedented change following the "Great War to end all wars." Highlighting Fitzgerald, whose life mirrors the times, also includes other "expatriate" writers such as Wharton, Dos Passos, Stein, Eliot, and Hemingway, who looked at America from an overseas perspective and reflected on the changes in communication, sensibility, and values resulting from the new freedom of this revolutionary, liminal period.

Individual projects or directed reading. Highly recommended for, and open only to, students who are able to carry on individual tutorial study. Admission by approval of faculty member who is to act as tutor and of graduate advisor or of Department Chair.

Prerequisite: ENGL 200.

Note: May be repeated for up to 6 units of credit.

Tutors work with small groups of students for whom English is a second language, helping them to improve composition skills and editing skills. Tutors gain valuable experience by developing lesson plans and class materials with faculty supervision.

Gives graduate students the opportunity to gain teaching experience in a literature classroom. Students will work closely with an instructor-of-record in a large (60+) lecture literature course and in small group discussion sessions under the supervision of the internship coordinator. Interns will also meet periodically with their peers to discuss pedagogical issues and readings as they pertain to their experiences in the classroom.

Prerequisite: Recommended: either ENGL 225 or ENGL 220A and instructor permission.

Corequisite: Recommended: either ENGL 225 or ENGL 220A.

Completion of a thesis, project, comprehensive examination or TESOL comprehensive.

Prerequisite: Advanced to candidacy and permission of the graduate coordinator.

Completion of a thesis, project, or TESOL comprehensive exam. Requires advancement to candidacy and permission of graduate coordinator. Project and thesis options require GPA of 3.7.